Literaturnachweis - Detailanzeige
| Autor/inn/en | Harlen, Wynne; Doubler, Susan J. |
|---|---|
| Titel | Can Teachers Learn through Enquiry On-Line? Studying Professional Development in Science Delivered On-Line and On-Campus. Research Report |
| Quelle | In: International Journal of Science Education, 26 (2004) 10, S.1247-1267 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Faculty Development; Online Courses; Scientific Research; Learning Processes; Science Education; Context Effect; Educational Environment; Science Teachers; Foreign Countries; Delivery Systems |
| Abstract | The paper reports findings from research into the extent to which an on-line course, "Try Science", achieved its objectives compared with a face-to-face course with the same content and objectives. "Try Science" has the dual aims of developing participants' understanding of science content and of teaching science through enquiry. Whilst the research involved collection of information about the learning processes and products of the 15 teachers studying on-line and the 18 studying on-campus, this paper focuses on the experience of the course participants and course leaders. A summary of other findings is provided. On-line postings were summarised using categories relating to the course objectives and compared with data from observing and video-recording the on-campus course sessions. In both courses teachers were regularly using science enquiry skills during their science investigations. On-line participants reflected on their learning and on the process of enquiry to a greater extent than the on-campus participants. (Author). |
| Anmerkungen | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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